Akron schools must let go of outdated practices | Guest column

I am writing this in response to the Beacon Journal’s Feb. 25 editorial “Are Akron kids ready for kindergarten? Why the city needs universal pre-K.” As an almost 20-year resident of Akron, mother to three young children (ages 6-11), veteran kindergarten and preschool teacher, and doctoral student studying early childhood education at Kent State University, I view the possibility of universal pre-K in our district from a unique perspective.

I would like to encourage Akron Public Schools’ Board of Education and its curriculum directors to spend time critically examining the developmental needs of young children in addition to the professional needs of their soon-to-be teachers, as they prepare for deployment of this exciting program.

As we move forward to welcome our city’s youngest learners, we cannot focus solely on “kindergarten readiness” (as determined by the Kindergarten Readiness Assessment). This idea of readiness focuses on constrained skills. That is, skills with limited possibilities for learning. In kindergarten, that looks like counting, simple addition/subtraction, shapes, letters, letter sounds, and reading simple texts.

What the assessment does not do a good job measuring is the unconstrained skills that are required in order to be a successful learner. The ability to work with others, regulate one’s own emotions, verbally express yourself, and some level of (age appropriate) independence in self-care tasks are all part of what makes a student confident and ready to learn.

Let me bring your attention to the 2022 publication of a study on the impact of state-funded pre-K for low-income students in Tennessee. Simply stated, what was found was that the students who attended pre-K did better academically in kindergarten. However, by the time they reached sixth grade, they had lower state achievement scores along with an increase in disciplinary infractions.

I say this to remind those who would develop a program for little Akronites that the quality and type of pre-K experience matters. The concern for academic success cannot overlook the fact that a child who is self-regulated and self-reliant is a child who is ready to learn. These skills are developed in young children through authentic play opportunities and deep social interactions.

Many experts would agree that play is and should continue to be the primary mode through which young children learn. Oftentimes, the development of universal pre-K is done with the intention of giving “at risk” students the opportunity for academic success. I want to challenge our collective thinking on this and I propose that we reframe our understanding of success.

Children who have had the opportunity to develop social skills before entering school do overwhelmingly better than those who have not. These students have been primed for learning.

This does not mean that we should increase the academic focus on pre-K programs for children who have not had robust experiences prior to being school age (which is statistically children from low-income families). It does mean however, that we should provide all the children whom this program might impact not just an opportunity for universal pre-K, but the chance to exist in an environment that takes into consideration the needs of the whole child. This would be an environment that allows children to play and be curious about their world.

This would include training for teachers focused on the facilitation of a robust and authentic play-based environment, and the understanding of how play is naturally rigorous and can support learning and assist children in meeting state standards.

As an early childhood educator, my fear is that offering full-day universal pre-K in the city will come at the loss of developmentally appropriate practice for young children. Already kindergarten has become the new first grade classroom, with many parents holding children back or redshirting them for a year. This is done because of the increased academics and schoolification of kindergarten.

As they get ready to initiate this programming, Akron school leaders must move past the top-down model of curriculum that has been implemented in the past. We must examine the needs of the whole child and let go of outdated practices in which we expect standardization from all children. Children are nonstandard and nuanced, coming to school with unique knowledge and prior experiences.

District officials have the opportunity to create something truly amazing as they prepare for districtwide pre-K. They have the opportunity to be trailblazers, offering authentic play-based pre-K for all children in our city.

Andrea Sanchez is an early child educator from Akron.

This article originally appeared on Akron Beacon Journal: Play-based pre-K helps young children learn